UDL 1000: Module 1

FLOWCHARTS AND STORYBOARDS

Contents
Flowcharts

Figure 1. Flowchart of Instructional Unit

Storyboards

Storyboard Template

UDL 1000 Module Menu Storyboard

Module 1.1 Introduction to UDL Storyboard

Module 1.2 Define and classify UDL Storyboard

Frame 1200 Script

Module 1.3 Accessibility and UDL Storyboard

Frame 1300 Script

Module 1.4 Accessibility, UDL, and UCF Storyboard

Frame 1400 Links

Module 1.5 UDL and Online Environments Storyboard

Frame 1500 Links

Assessment: General Concepts of UDL and Accessibility Practice Test

Assessment: Relate General Concepts of UDL to Online Environments Discussion

Appendix I: Practice Test (Webcourses Quiz)

Appendix II: Post Test (Discussion Posting)

Appendix III: Post Test Rubric

Flowcharts
The following flowchart sequences below outline the instructional interactions that take place in Module 1: Relate general UDL concepts to an
online environment.

Figure 1. Flowchart of Instructional Unit

The figure below outlines the basic structure of Module 1, the introductory module to UDL1000. Once the learner navigates to the associated
Webcourses@UCF home page, they will be forced to start with Module 1. Access to Modules 2-3 will only be granted once Module 1 is
completed with a passing score of the Module 1 assessment. The instructional unit correlate to the Instructional Treatment plan developed for
this Module.
Storyboards
This section provides illustrations of storyboards for the Flowcharts depicted in Figure 1 and Figure 2. Each of these storyboards reflects a page
within the flowchart. The storyboards in this section are broken down according to their respective scenario. Within each storyboard, details
regarding major aesthetic components, placement of objects, graphic elements, and other general settings are described for all team members
involved in the course development of UDL 1000.

Storyboard Template
Project Title: UDL 1000 Module 1 Page: Script:
Frame #:
Date:

Links: Screen Description:

Screen Layout:

Background: Audio:
Color Schemes: Video:
Text Attributes: Graphics:
Developers Notes:

UDL 1000 Module Menu Storyboard

Project Title: UDL 1000 Module 1 Page: 1 of 1
Frame #: 1000
Links:
Links from Screen: Webcourses@UCF home
Links to Screen: Module 1.0 1100, Module
2.0 1200, Module 3.0 1300, Module 4.0 1400,
Module 5.0 1500
Screen Layout:
Script:
Date: 4/1/15 1.0 Relate General UDL Concepts in an
Online Environment
Screen Description:
Shows the available modules available in the 2.0 Apply strategies to provide multiple
instruction means of representation in online content
3.0 Apply strategies to provide multiple
means of action and expression in online
assessment

4.0 Apply strategies to provide multiple

means of engagement in online interaction

5.0 Summary (excluded from the project)

Background: n/a Audio: n/a

Color Schemes: n/a Video: n/a
Text Attributes: n/a Graphics: n/a
Developers Notes:
In order to advance to Module 2, 3, and 4, learner must complete Module 1 Post Test and
pass all assessments with 100% accuracy.

Module 1.1 Introduction to UDL Storyboard

Project Title: UDL 1000 Module 1 Page: 1 of 1 Script:
Frame #: 1100
Date: 4/2/15 <Humorous comic>

Relate comic to UDL and the UDL 1000 course:

Links: Screen Description:
The above comic demonstrates how traditional
Links Links From Screen: Course Content Links To UDL1000 course introduction page. The purpose
methods of teaching may not be suitable for the
Screens: 1200 of this page is to get the learner to draw the
diversity of learners in our classroom. So what is
learner into the course and affect their attitude
the answer? How can an instructor implement
about UDL in the classroom.
ways to maximize learning for a vast variety of
Screen Layout:
learners with different characteristics?

One solution is....

<UDL application video>
(https://www.youtube.com/watch?v=I92QkPdvY
RI)

Background: white
Color Schemes: default canvas
Text Attributes: normal text with headings
Course Objectives:
1. Relate General UDL Concepts in an
Online Environment
2. Apply strategies to provide multiple
Audio: none means of representation in online
Video: UDL Shoe Store analogy content
Link: 3. Apply strategies to provide multiple
https://www.youtube.com/watch?t=12&v=DYGQ means of action and expression in online
UcP1790 assessment
Graphics: Humorous, but applicable comic to 4. Apply strategies to provide multiple
draw the learner in. means of engagement in online
interaction
 Link:
http://scholasticadministrator.typepad.com/.a/6a
00e54f8c25c98834017c317442ea970b-500wi
Developers Notes:

Module 1.2 Define and classify UDL Storyboard

Project Title: UDL 1000 Module 1 Page: 1 of 1
Frame #: 1200 Script:
Date: 4/2/15
See Frame 1200 Script Below
Links: Screen Description:
Links from Screen: This page will serve as a high-level overview of
1100 Universal Design for Learning (UDL). This page will
include UDL definitions and the basic UDL
Links to Screen: 2200 principles.
Screen Layout:

Background: white Audio: none

Color Schemes: default canvas Video: UDL at a glance;
Text Attributes: normal text with headings https://www.youtube.com/watch?v=I92QkPdvYRI
 Graphics: UDL Guidelines illustrations (brain
networks);
http://www.cast.org/our-work/about-udl.html#.V
R3LBfnF9zo
Developers Notes:

Frame 1200 Script

<UDL at a glance video>
Lets break down this video
What is UDL?
The term Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that
1. Provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the
ways students are engaged; and
2. Reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement
expectations for all students, including students with disabilities and students who are limited English proficient (20 U.S.C. 1003(24)).
Ultimately UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
<Link for more details on UDL principles>
To CAST UDL Definitions: http://www.udlcenter.org/aboutudl/udldefined
To UDLCENTER.org: http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice

Key Principles of UDL:

Each of the three key principles of UDL is tied to a specific neural network of the human brain:

<Table containing the three basic principles of UDL and their descriptions>

Provide Multiple Means of Engagement

How learners get engaged and stay motivated. How they are challenged, excited, or interested.These are affective dimensions.
Provide Multiple Means of Representation

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Provide Multiple Means of Action and Expression

Planning and performing tasks.How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

<Link for more details on UDL principles>

Module 1.3 Accessibility and UDL Storyboard
Project Title: UDL 1000 Module 1 Page: 1 of 1 Script:
Frame #: 1300
Date: See Frame 1300 Script Below

Links: Screen Description:

Links from Screen: 1200, home screen Screen will be segmented into three sections.
Links to Screen: 1400 Section one will cover general terms associated
with accessibility. Section two will provide
Module 1, Module 2, Module 3, Module 4, examples of accessibility mandates in education.
Module 5, FDOE, NCAIM, National Instructional Section three will demonstrate how UDL
Material Accessibility Standard, IDEA, and the incorporates accessibility as a component for
Higher Education Opportunities Act success.

Screen Layout:

Background: white Audio: Webinar

Color Schemes: default canvas Video: Webinar
Text Attributes: normal text with headings Graphics: 2

Developers Notes:
Frame 1300 Script
Accessibility and UDL. Whats the difference?
UDL and accessibility are often confused or used interchangeably though they are very different components of a learning device. Instructional
designers must be aware of both methodologies as they construct their courses and content. So, what are the differences?

Accessibility
The National Center on Accessible Educational Materials (NCAEM) offers a significant amount of information on accessibility driven content
production. In the overview of accessibility, the NCAEM states that the process of converting printed materials into a new medium to address a
need is the beginning of accessibility. This conversion can come from converting a printed text to brail, or generation of an audio option with
human readers or synthesized voices, for use with sight limited users. Conversion of traditional text materials into a digital offering, which is
covered by the National Instructional Materials Accessibility Standard, can address a number of needs like adjustment of color schemes for users
with color sensitivities.

Accessibility definitions and implications also come from Federal mandates. The Individuals with Disabilities Education Act (IDEA) is a federal
policy that covers a number of accessibility topics involved with education that must be considered when developing materials for users
between 3 and 21 years of age. While the guidelines do not specifically cover adult education, many of the considerations and provisions in the
policy are considered best practices and can serve to enhance a materials impact across a wide user base.

As can be seen, accessibility is typically associated with the direct conversion of traditionally generated materials into something new to address
a specific need. This places the practice of accessibility into a reactionary category as it follows after the planning phase of the generation of
materials. This specific detail is a primary differentiator from other methodologies.

<image>

UDL
As defined by the US Higher Education Opportunity Act, UDL is "designing and delivering products and services that are usable by people with
the widest possible range of functional capabilities". UDL incorporates the idea that users can benefit from multiple forms of exposure to
materials. Many of the accessibility conversions can be used as components of providing a more enriching experience for all users when they are
planned for before the content is generated initially.

Since the UDL process incorporates what traditionally has been a follow on project, accessibility conversions, into the preplanning phase, it has
become a very powerful proactive tool that will not only allow for a better end product to be provided to those in need of assistive measures,
but also allows for a better presentation of materials that may serve to better address the needs of users who have not otherwise been
identified as assistive needs learners. This proactive approach will additionally serve to ensure a better level of continuity throughout the
materials as it was an intentional part of the development process as opposed to a secondary process.

For additional information and comparative explanations, the NCAEM produced a webinar further covering in depth the differences between
accessibility and UDL.
Module 1.4 Accessibility, UDL, and UCF Storyboard
Project Title: UDL 1000 Module 1 Page: 1 of 1 Script:
Frame #: 1400
Date: 4/2/15 <President Hitt photo>

1. Offer the best undergraduate education

See Frame 1400 Links Below Screen Description:
available in Florida
This page will introduce the learner to the
2. Achieve international prominence in key
importance that UCF places on creating accessible
programs of graduate study and research
content for all students. This will be done through
3. Provide international focus to our curricula
hyperlinks to UCF formatting guides and links to
and research programs
memorandum documents issued by UCF.
4. Become more inclusive and diverse
Screen Layout: 5. Be Americas leading partnership university

President Hitt established five key goals in 1992

that redefined the universitys course for the
future, and those goals remain UCFs roadmap to
achievement.

Further proof of UCFs dedication to

promoting accessibility for students:
<Link to UCF Provost letter on accessibility>

UCF Accessibility in Instruction Resources:

<Link to Online@UCF Accessibility page>
<Link to Online@UCF creating accessible
content page>

UCF and UDL resources:

<Link to Online@UCF course goal
Background: white Audio: none development>
Color Schemes: default canvas Video: Webinar link <Link to Online@UCF course Planning>
Text Attributes: normal text with headings Graphics: President Hitt headshot

Developers Notes:
Frame 1400 Links
Links:
Links from Screen: 1400, home screen
UCF Accessibility guides:
http://online.ucf.edu/teach-online/develop/ accessibility-of-online-courses-section-508/
http://online.ucf.edu/teach-online/develop/accessibility-of-online- courses-section-508/creating-accessible-course-content/
UCF UDL References:
http://online.ucf.edu/teach-online/design/ analysis-identifying-course-goals/
http://online.ucf.edu/teach-online/design/plan-your-course/

UCF Provost Letter: http://online.ucf.edu/files/2014/12/Faculty-Resources-to-for-Creating-Accessible-Course-Materials.pdf

Links to Screen: 1500
Module 1.5 UDL and Online Environments Storyboard
Project Title: UDL 1000 Module 1 Page: 1 of 1 Script:
Frame #: 1500
Date: 4/2/15
"The goal of education in the 21st century is
Links: Screen Description: not simply the mastery of content knowledge
See Frame 1500 Links This page will serve as the introduction to
or use of new technologies. It is the mastery
relating UDL to Online instruction.
of the learning process"
Screen Layout: -The National Center for Universal Design
on Learning

Enrollment in online courses has increased

drastically in the past decade (Links to an
external site.). In turn, so has the profile of the
online learner. Online learning environments
can be adapted to suit the needs of today's
online learner through the utilization of UDL.

<external reference links> (see Frame 1500

Links)

Background: white Audio: none

Color Schemes: default canvas Video: none
Text Attributes: normal text with headings Graphics:
http://www.proprofs.com/c/wp-content/upload
s/2014/11/42.jpg
Developers Notes:
Frame 1500 Links

Links from Screen: 1400, Home Screen

Developing an e-Toolbox to Facilitate Universal Design for Instruction into Online and Blended Learning :
http://www.educause.edu/ero/article/developing-e-toolbox-facilitate-universal-design-instruction-online-and-blended-learning

Universal Design for Learning in an Online Teacher Education Course: Enhancing Learners' Confidence to Teach Online:
http://jolt.merlot.org/vol10no2/he_0614.pdf

Ten Simple Steps Toward Universal Design of Online Courses: http://ualr.edu/pace/tenstepsud

Links to Screen: 1600

Assessment: General Concepts of UDL and Accessibility Practice Test
Project Title: UDL 1000 Module 1 Page: 1 of 1 Script:
Frame #: 1600
Date: 4/1/2015 Practice Test:General Concepts of UDL and
Accessibility
Links: Screen Description:
Links from Screen: Practice Quiz on General UDL concepts and Quiz Type: Graded Quiz
1500 Accessibility
Points: 50
Links to Screen: 1700
Screen Layout: Assignment Group: Assignments

See Appendix I Shuffle Answers: Yes

Background: white Audio: N/A Time Limit: No Time Limit

Color Schemes: default canvas Video: N/A
Text Attributes: normal text with headings Graphics: N/A Multiple Attempts: Yes

Developers Notes: View Responses: Always

Show Correct Answers: No

One Question at a Time: No

Require Respondus LockDown Browser: No

Required to View Quiz Results: No

Assessment: Relate General Concepts of UDL to Online Environments Discussion
Project Title: UDL 1000 Module 1 Page: 1 of 1 Script:
Frame #: 1700
Date: 4/1/2015
Module 1.0 Reflection: You and UDL
Links: Screen Description:
Links from Screen: Post-Test: Webcourses Discussion is for Given the general concepts and application
1600 learners to apply introductory concepts to examples of Universal Design for Learning
their own prior experience. presented in Module 1.0, prepare a
Links to Screen: 2100 (Next Module) discussion posting to describe your current
Screen Layout: teaching/training experience and how you
might apply UDL to these settings.

See Appendix III for rubric.

Background: white Audio: N/A

Color Schemes: default canvas Video: N/A
Text Attributes: normal text with headings Graphics: N/A

Developers Notes:
Appendix I: Practice Test (Webcourses Quiz)
Appendix II: Post Test (Discussion Posting)
Appendix III: Post Test Rubric